Committee Summary for House Education Funding (01/15/2026)

Bill/Time	Type	Title	Sponsor
HB1574 00:14:16.399 - 8:43:12 AM	Public Hearing	authorizing school districts to extend free and reduced lunch benefits for special education students.	Weinstein, Toni(D)[F]2025
HB1586 00:50:25.680 - 9:19:21 AM	Public Hearing	allowing the commissioner of the department of education to withhold funds from public schools if such schools are not providing special education services in compliance with state law.	Noble, Kristin(R)[A+]2025
HB1557 01:41:19.840 - 10:10:15 AM	Public Hearing	modifying the state average expenditure per pupil relative to students in special education.	Wallner, Mary Jane(D)[F]2025
HB563 03:33:45.120 - 12:02:41 PM	Public Hearing	(New Title) relative to the cost of an opportunity for an adequate education, extraordinary need grants, fiscal capacity disparity aid, and determination of education grants.	Ladd, Rick(R)[B+]2025
HB1563 03:43:48.319 - 12:12:44 PM	Public Hearing	relative to the special education aid formula.	Ladd, Rick(R)[B+]2025
HB1803 04:33:58.799 - 1:02:54 PM	Public Hearing	rendering a recipient of an education tax credit scholarship ineligible to receive education freedom account funds in the same program year.	Fellows, Sallie(D)[CT]2025

HB1574: Representative Weinstein (Prime Sponsor) Support00:14:16.399 - 8:43:12 AM; Representative Weinstein presented HB 1574, explaining that students with IEPs can remain in school until age 22 for transitional programs, but federal funding for free and reduced meals stops at 21, creating a gap. She highlighted a concern from a Portsmouth educator about students losing meal benefits in their final year, emphasizing the importance of meals for learning and dignity. She addressed the fiscal note, noting 118 affected students statewide, but argued costs are overstated due to varying attendance, not all qualifying or attending daily, and questioned the need for a full-time position. She offered to amend for the rare case of students over 22 completing the school year.
HB1574: Representative Timothy Han, Strafford County District 10 Support00:27:33.360 - 8:56:29 AM; Representative Han supported the bill, agreeing the fiscal note overestimates costs and no extra staff is needed for 118 students. He emphasized feeding young adults to prevent hunger, suggested ensuring coverage for charter schools and possibly nonprofit schools under voucher programs, and anticipated voting for it after tweaks.
HB1574: Riona Corr, New Hampshire Hunger Solutions Support00:29:32.000 - 8:58:28 AM; Riona Corr deferred detailed questions to DOE but supported the bill, linking it to 2023 changes in RSA 186C:2 extending transition programs. She argued the fiscal note assumes 100% participation, which is inflated, and stressed that eligible students for IEPs should eat, as hunger hinders learning life skills in transition programs. She advocated aligning meal eligibility with prior applications.
HB1574: David Trumbull, town of Ware Support00:31:20.559 - 9:00:16 AM; David Trumbull supported the bill for three reasons: the state's duty to feed students in its care up to age 22 for dignity and to avoid burdening teachers; food's essential role in learning, citing prior data on improved test scores and behavior; and the critical final year for high-needs students to gain independence skills, with meals encouraging attendance.
HB1574: Melissa White, Division Director for Learner Support, Department of Education Information Only00:34:11.440 - 9:03:07 AM; Melissa White explained federal USDA rules limit National School Lunch Program eligibility to age 21, while state IEP rules extend to 22, with districts often allowing completion of the school year. She noted the bill's language needs tweaks to avoid conflicting with federal rules, specify reimbursement to districts not boards, and use state income verification forms, requiring separate administration and a new staff position due to federal funding restrictions. She emphasized operational challenges, separate systems for student data and nutrition, and inclusion of non-participating schools, writing fiscal notes conservatively to cover potential full costs.
HB1586: Representative Kristen Noble, Hillsboro District 2, town of Bedford Support00:50:25.680 - 9:19:21 AM; Representative Noble introduced HB 1586, motivated by issues at Synergy Academy charter school in Concord serving high-risk students with IEPs, often bullied in district schools. Districts fail to provide required services. She expected testimony from Synergy but noted staffing issues; written testimony would follow. She believed this affects multiple charter schools and urged using the bill to address compliance.
HB1586: Becky Wilson, Director of Governmental Relations, New Hampshire School Boards Association Oppose00:52:16.240 - 9:21:12 AM; Becky Wilson opposed the bill as written, citing complexities in NH's unique system where resident districts handle special ed for charter school students from multiple towns, treated as unilateral parental placements. She noted few due process cases (3/52 in 10 years) and existing resolution processes like mediation and DOE oversight. Withholding all public funding from a district for one student's issue at a non-resident charter school is inappropriate and broad, potentially illegal for local funds. She stressed staffing shortages aren't resolved by withholding funds.
HB1586: Jerry Fu, Associate Executive Director, New Hampshire School Administrators Association Oppose01:13:24.320 - 9:42:20 AM; Jerry Fu opposed the bill, questioning ambiguities like 'public school' vs. 'district' and its implication to withhold all funding, including adequacy aid, severely impacting operations. He noted unclear determination of non-compliance and potential legal issues in withholding funds, despite existing RSA authority limited to special ed funds.
HB1586: Caitlyn Bernier, Merrimack, NH Oppose01:17:07.280 - 9:46:03 AM; Caitlyn Bernier opposes HB 1586 as written. As a parent in special education for nearly 10 years, she has supported families in both public and charter schools. She highlights difficulties in charter schools' willingness to collaborate with families and public schools for IEP meetings, noting that public schools often bridge the gap. The bill fails to address unique student needs and could impact all public school students by straining resources, as public schools provide multiple educators while charter schools may send fewer representatives.
HB1586: Beth McClure, Founder and Director of Curriculum and Instruction, Strong Foundations Charter Public School, Pembroke, NH Oppose01:21:27.760 - 9:50:23 AM; Beth McClure, a licensed special education administrator and chair of the New Hampshire Alliance for Public Charter Schools, opposes the bill due to its lack of clarity in referring to all public schools. She notes that charter schools receive about $9,000 per pupil but cost over $12,000 annually. Her school has provided special education services for 18 years, cooperating with 15 towns, though one district has been uncooperative. She seeks alternative ways to ensure districts pay for contracted services without this broad bill. During questioning, she explains that costs include special education, they bill districts for services, maintain special educators on staff, but lack therapists like occupational or speech due to rural challenges, and additional funds come from special ed tuition billing.
HB1586: David Trumbull, Town of Ware Oppose01:27:59.199 - 9:56:55 AM; David Trumbull opposes the bill, referencing statutes that allow the Department of Education to withhold funds only as a last resort after extensive corrective actions like reports, plans, technical assistance, professional development, and audits. He argues the bill jumps to halting all funding, ignoring reasonable steps to improve schools and resolve issues collaboratively. The chair clarifies that a long corrective process precedes fund withholding.
HB1557: Representative Walner, Prime Sponsor Information Only01:41:19.840 - 10:10:15 AM; Representative Walner explains HB 1557, which lowers the special education aid threshold from 3.5 times to 1.5 times the state average per pupil expenditure (around $30,000) to help districts earlier with extreme costs, without expanding eligibility or mandates. It ends proration of funds, ensuring full aid when qualified. She notes special education costs vary dramatically, burdening small districts and taxpayers (83% local funding), and the state has a constitutional duty for adequate education. During extensive questioning, she emphasizes the need for better data on costs, prefers sending to finance for funding discussions, and supports moving toward the lower multiplier to aid small districts facing prorated aid risks.
HB1557: Maggie Larson, Somersworth School Board Member Support02:07:17.280 - 10:36:13 AM; Maggie Larson from Somersworth supports the bill, likening budgeting without clear aid to navigating thick fog. As a school board member managing millions, she stresses fiscal responsibility amid uncertainty in special education aid, which consumes 35.5% ($12 million) of their operating budget—unsustainable without clarity. She advocates for insurance-like pools or better mechanisms, offers district data on costs under $70,000, highlights challenges like hiring paraprofessionals (contracting triples costs), and notes they removed their special ed director due to funding shortages. During questioning, she confirms they maintain per-student service data, can share non-identifiable histograms, emphasizes sharing mechanisms for state budgeting, and believes business administrators can provide expenditure details tied to students when nearing aid thresholds.
HB1557: Unidentified Speaker Information Only02:19:15.359 - 10:48:11 AM; The speaker reflects on past committee work on education funding, emphasizing the inclusion of parents and the core question of whether the system improves student outcomes and productivity. They reference a court case against warehousing students and share experiences from Laconia schools, questioning the effectiveness of special education overall.
HB1557: Committee Chair Support02:20:32.240 - 10:49:28 AM; The chair shares a personal story about their three boys, including twins who benefited from an IEP since preschool. They graduated out of it by fifth grade due to services received and are now succeeding in honors and AP courses, expressing gratitude and advocating for more funding, clarity, and support for special education.
HB1557: Representative Damon Support02:21:37.920 - 10:50:33 AM; Representative Damon thanks the chair for the personal story and asks about the impact of funding special education on general education students, highlighting legal, fiscal, and moral mandates. They emphasize community support in Somersworth, where special ed students are integrated without stigma, and advocate against budgets creating rifts between student groups, promoting unity and humanity.
HB1557: Zach Shien, Executive Director, New Hampshire School Funding Fairness Project Support02:24:14.720 - 10:53:10 AM; Zach Shien introduces his organization and discusses the need for data to inform decisions on special education aid, suggesting reducing the multiplier from 3.5 to 1.5 times. He proposes mirroring the Education Freedom Accounts approach with caps and qualifiers to control fiscal impact while gathering real-time data on applications. He also notes that many districts lack unassigned fund balances due to reliance on property taxes, providing examples of varying tax rates, and recommends collecting data on fund balances to inform policy.
HB1557: David Trumbull Support02:29:58.000 - 10:58:54 AM; David Trumbull supports the bill, arguing it's the state's duty to fund special education more adequately, using a pizza analogy to illustrate the current minimal state contribution (less than half a slice). He explains the philosophical shift from funding only extraordinary cases (<3%) to average cases (~$30,000 per pupil). He cites a 2018 NH DOE report showing high graduation rates and post-secondary success for students with disabilities, affirming special ed's effectiveness. He presents a chart comparing costs under different scenarios and suggests a gradual implementation (e.g., stepwise reduction of the multiplier) to gather data and make progress without overwhelming the budget, estimating costs at hundreds of millions but affordable incrementally. He advocates for constitutional compliance and reasonable progress.
HB1557: Caitlyn Bernier, Merrimack Support02:40:32.000 - 11:09:28 AM; Caitlyn Bernier, active in Merrimack's district committees, supports HB 1557 for aiding taxpayers with special ed reimbursement. She notes her town's $400,000 loss due to prorating, leading to a 2-year default budget and proposed 22 staff reductions. Districts can't always anticipate costs from new students or emergencies. She compares NH's $4,800 per pupil to Arkansas's $13,466, suggesting better funding would alleviate issues. Addressing IEP effectiveness, she explains success varies; her district has 21% on IEPs, with 24 graduating off them last year, but some remain on IEPs lifelong as progress. Personally, her daughter's IEP enabled reading, boosting self-worth. She supports a less drastic amendment for palatability and suggests consulting special ed directors for budgeting data.
HB563: Representative Lad (Prime Sponsor) Support03:33:45.120 - 12:02:41 PM; Representative Lad continues the discussion on HB 563, emphasizing the need to support special education aid in New Hampshire. He walks through the bill's changes, starting on page one, line 5, where it deletes 'three and a half times' and replaces it with costs exceeding $60,000, effectively reducing the threshold from 3.5 to 3.0 times the average per pupil cost, dropping it by 10%. He suggests ratcheting it down further each year but notes the lack of data on impacts. On lines 25-29, the formula for costs from $60,000 to $200,000 remains 80% state and 20% local. Above $200,000, it shifts to 90% state and 10% local instead of 100% state. He mentions a potential amendment to delete the $160,000 per pupil cap for reimbursement. Using a distributed table, he compares current law to the proposed formula, showing how costs are shared at various per-pupil expense levels (e.g., up to $100K, $150K, $200K). He references historical data from 2014-2024 showing student distribution by cost categories, noting stable numbers of IEP students despite population decline, indicating better identification. Under the proposed formula without the cap, the state pays more at lower thresholds (e.g., at $100K, state pays 32K vs. 24K currently; at $150K, 72K vs. 64K; at $200K, 112K vs. 104K), with changes becoming more pronounced above $275K.
HB1563: Representative Lad (Prime Sponsor) Support03:43:48.319 - 12:12:44 PM; Representative Lad explains the bill's formula for special education aid, illustrating with charts how it shifts burden from locals to the state starting at $60,000 per pupil, compared to the current $75,000 threshold. He discusses the 10% local/90% state sharing above 10 times per-pupil cost, addresses eligibility definitions needing refinement, and emphasizes preventing double-dipping with Medicaid. He notes the bill as a placeholder for reform, highlights over $50 million in special ed costs, and calls for accountability in costs and IEPs. During Q&A, he responds to questions on the $60,000 threshold, cost-sharing fairness, fiscal impacts, and the need for a conceptual model and subcommittee to refine the bill by February 12th, advocating for gradual changes and data collection.
HB1563: David Trumbull Information Only04:14:01.040 - 12:42:57 PM; David Trumbull analyzes HB 1563's financial impacts, noting towns benefit slightly under 80-90% state share but lose above $140,000 due to the $160,000 cap, which he identifies as the bill's key feature. He compares it to HB 1577, which provides more relief, and argues against overidentification claims, explaining rigorous IEP processes and rising percentages due to better identification. He cautions on Medicaid language, distinguishing medical from educational services, and dismisses moral hazard concerns since districts are legally obligated. He urges action per the state constitution, suggesting incremental changes like raising the 80% floor to 90%, lowering thresholds, and including COLA adjustments.
HB1563: Caitlyn Bernier (Merrimack) Oppose04:23:15.040 - 12:52:11 PM; Caitlyn Bernier opposes HB 1563 for increasing local costs via the $160,000 cap, straining taxpayers. She supports a $60,000 state intervention threshold but argues the cap burdens districts with high-cost out-of-district placements like Perkins School ($300,000) or Crystal Springs ($500,000), decided by IEP teams under IDEA, not legislators. She contrasts New Hampshire's $4,600 per-pupil cost with Arkansas's $13,466, making their cap inapplicable. Addressing overidentification, she notes early specific learning disability IDs can reduce long-term costs, and distinguishes medical from educational autism needs. She highlights parents' right to decline Medicaid, emphasizing it's not mandatory.
HB1803: Representative Sally Fellows (Ashland, Holderness, Plymouth) Support04:33:58.799 - 1:02:54 PM; Representative Fellows introduces HB1803, nicknamed the 'no double dipping bill,' to prevent students from receiving both education tax credit scholarships and education freedom account funds in the same year. She addresses concerns from the fiscal note by proposing technical language changes: on page 1, line 15, replace 'be eligible' with 'except' and adjust line 16 to 'which the student accepts'; on lines 27-30, keep 'full-time equivalent' and attach the clause about non-participation in other programs to the end of the sentence on line 24 for consistency. She provides historical context on New Hampshire's K-12 education funding programs, including adequacy aid ($4,266 base per pupil plus free/reduced lunch aid), charter schools ($9,364 base plus differentiated aid, initially for dropouts), VAX online school (part-time $1,110, full-time $6,663 plus differential aid, for credit recovery and scheduling), and the 2013 education tax credit scholarship program (85% tax credit for business donations, 10% admin fee, distributed as scholarships). She references packet data showing distribution: in 2004-2005, 824 students served.
HB1803: Unknown Speaker Information Only04:43:01.760 - 1:11:57 PM; The speaker explains the education tax credit scholarship program using a handout, detailing the number of scholarships awarded and average amounts. They highlight variations in minimum and maximum awards per school, with a cap of $5,364 and minimums ranging from $53 to $3,000. They note that 40% of funds go to low-income students and discuss the lack of clarity on the formula for awards.
HB1803: Unknown Speaker Information Only04:48:07.680 - 1:17:03 PM; Continuing the explanation, the speaker discusses the Education Freedom Accounts (EFA) program started in 2022, comparing it to adequacy aid. They outline how over 25 years, the state now funds K-12 education through five programs, leading to overlaps where students participate in multiple programs.
HB1803: Unknown Speaker Oppose04:49:21.440 - 1:18:17 PM; The speaker references the fiscal note from the Department of Education, noting that in 2023, 70% of students in the education tax credit program were also in EFA, potentially receiving over $10,000 total while others are underserved due to limited funds. They argue this overlap was not intended and raises concerns about equitable distribution of education funding.
HB1803: Unknown Speaker Support04:51:19.760 - 1:20:15 PM; The speaker describes the bill's provisions, allowing district and charter school students to continue part-time VLAX courses at no cost. Full-time no-cost attendance can continue if not accepting EFA or education tax credit funds, preventing combination of full-time VLAX with those programs to avoid double-dipping.
HB1803: Representative Fellows Support04:52:20.798 - 1:21:16 PM; Representative Fellows explains that the bill aims to prevent students from receiving both Education Freedom Account (EFA) funds and Education Tax Credit scholarships simultaneously, which is currently legal but constitutes double dipping. She notes that under the bill, students using EFA or tax credits would need to pay for VLAX courses from those funds, unlike public or non-participating private/homeschool students who get them free. She urges fairness in distributing limited education funds, emphasizing that school districts receive far less per student than EFA recipients who get over $10,000. She addresses questions on the tax credit's nature, clarifying it's not direct state money but foregone tax revenue, and highlights lack of transparency in scholarship distribution, with 94% overlap between programs per the fiscal note.
HB1803: Representative Papovich Oppose04:53:09.360 - 1:22:05 PM; Representative Papovich questions if prohibiting dual program participation is double dipping, comparing it to Medicaid and SNAP recipients eligible for both based on poverty. He probes the bill's language, suggesting a minor prior-year EFA balance could cause loss of up to $5,364 in benefits, which Fellows disputes.
HB1803: Unidentified Representative Information Only04:55:36.000 - 1:24:32 PM; The representative asks if the Education Tax Credit involves state money, noting that without the program, funds would go to the general fund. Fellows disagrees, explaining the program's structure.
HB1803: Representative Luno Information Only04:56:59.280 - 1:25:55 PM; Representative Luno discusses the $6 million cap on tax credits, referencing 2024-2025 data showing $1.998 million in credits from $2.35 million donations. He questions the nature of the unused cap amount and distribution of the 15% non-credited portion, which Fellows clarifies as foregone business profits tax revenue partly directed to education and general funds.
HB1803: Representative Bricky Information Only04:59:46.160 - 1:28:42 PM; Representative Bricky notes the donation amount, tax credit issued, and 10% admin fee, seeking clarification on the mechanics.
HB1803: Representative McGuire Oppose05:01:11.200 - 1:30:07 PM; Representative McGuire asks if public school students taking state-funded VLAX classes while their school receives aid constitutes double dipping. Fellows distinguishes that public school funding is direct to districts, unlike EFA/tax credits given to parents for choice.
HB1803: Representative Peoples Oppose05:02:25.440 - 1:31:21 PM; Representative Peoples shares that conversations with the Children's Scholarship Fund indicated funds primarily help disadvantaged children based on need, not widespread overlap with EFA. He was impressed by their efficient management and believed overlap was for a smaller subset in greater need, both amounts less than average public school spending.
HB1803: Unidentified Representative Information Only05:05:05.440 - 1:34:01 PM; The representative disputes the 94% overlap figure from the fiscal note, stating firsthand research showed no such high overlap and emphasized the fund's focus on financial need without waste.
HB1803: Unidentified Committee Member Information Only05:07:35.280 - 1:36:31 PM; Committee member questions a witness about financial need thresholds in the education tax credit program, exceptions for students with IEPs, income caps, and eligibility up to certain limits.
HB1803: Representative Luno Information Only05:08:53.920 - 1:37:49 PM; Representative Luno asks about the number of students receiving maximum scholarships in the ETC program and comparisons to EFA averages, noting the fiscal note indicates 94% of students are in EFA.
HB1803: Nate Green, Department of Education Information Only05:11:03.440 - 1:39:59 PM; Nate Green from the Department of Education provides technical assistance with a handout on full-time and part-time VLACS enrollment, explaining funding mechanisms for various education pathways, including how part-time VLACS courses are funded as a percentage of ADM without duplicating full-time funding.
HB1803: Brian Eat, Department of Education Information Only05:14:05.840 - 1:43:01 PM; Brian Eat clarifies funding protocols for VLACS, emphasizing no duplication of full-time enrollment funding across pathways, and describes how part-time courses are calculated similarly to other programs.
HB1803: Representative McGuire Information Only05:14:58.000 - 1:43:54 PM; Representative McGuire questions funding impacts for a student from Epsom taking a VLACS class, confirming the home district's adequacy remains unchanged.
HB1803: Representative Luno Information Only05:16:08.560 - 1:45:04 PM; Follow-up question on whether students can take full-time courses at their school plus VLACS classes, with examples provided.
HB1803: Representative Papovich Information Only05:16:56.160 - 1:45:52 PM; Inquires about data on whether VLACS classes are additive or substitutes for school offerings, receiving anecdotal responses from the department.
HB1803: Representative Damon Information Only05:17:46.560 - 1:46:42 PM; Asks about thresholds for VLACS courses affecting school reimbursement, learning that above 50% course load would count as full-time and limit multiple enrollments.
HB1803: Kelly Santos, Hudson, New Hampshire Oppose05:18:44.878 - 1:47:40 PM; Kelly Santos opposes HB1803, clarifying that only 7% of EFA families use ETC and they are low-income. She shares her experience with twice-exceptional children denied IEPs in public schools, relying on EFA and ETC for private education and therapies, arguing the bill removes vital opportunities for families like hers and suggests corporate tax solutions instead.
HB1803: Roger Laflur, Allenstown Oppose05:24:48.240 - 1:53:44 PM; Roger Laflur, a single parent, opposes HB1803, explaining it would force his children out of Bishop Brady High School where they thrive with individualized attention unavailable in public schools like Pemroke Academy. He highlights low proficiency and graduation rates in public schools, the bill's failure to address ETC funding strains, and urges preserving parental choice in line with New Hampshire's liberty ethos.
HB1803: Py Campbell Oppose05:35:05.520 - 2:04:01 PM; Py Campbell, a former House Education Committee member and donor to the Children's Scholarship Network, strongly opposes HB1803, viewing it as an attempt to eliminate the Education Tax Credit (ETC). He explains the program's history and mechanics, noting it uses private donations for scholarships to low-income families (up to 300% of poverty level), providing an 85% tax credit while donors cover the rest and avoid federal taxes. He highlights its benefits, such as stacking with Education Freedom Accounts (EFA), which are based on adequate education grants for students. As founder of an independent school, he shares that most students use EFA, and without it, families couldn't afford tuition. He argues the bill targets a small group (626 students), potentially unconstitutionally, and urges the committee to find it inexpedient to legislate (ITL).
HB1803: Carrie Malahan, Newport Oppose05:45:50.160 - 2:14:46 PM; Carrie Malahan, a single mother from Newport with autoimmune disabilities on a fixed income, opposes HB1803, stating it would devastate her family by eliminating access to both ETC and EFA, which allow her three daughters to attend Mount Royal Academy in Sunapee where they thrive. She details public school failures: her youngest, Samantha, legally blind, had her IEP violated repeatedly, including inadequate support and safety risks leading to injuries; older daughters were behind in math and literacy amid chaotic classrooms with behavioral issues, bullying, violence, and lockdowns. At the private school, Samantha receives proper support, and her middle daughter improved to a 3.5 GPA. Homeschooling isn't viable due to her health, and returning to public school isn't an option. She emphasizes the bill undermines school choice and safety for disabled and low-income children.
HB1803: Casey White, Manchester Oppose05:56:12.878 - 2:25:08 PM; Casey White, a grandparent from Manchester, opposes eliminating the ETC and EFA programs, which enable her three grandsons (Kner, Revan, and Nius), raised by a single father with anxiety, to attend a small private school after failing in Manchester public schools. Kner, reading at kindergarten level in first grade, was in an overburdened classroom with emotional outbursts; now he reads at grade level, loves reading, and aspires to be a writer, thanks to tutoring funded by the programs. The smaller school meets their academic and emotional needs, fostering family involvement and politeness. Without these programs, they'd return to failing environments. She notes the programs empower parents regardless of income or location and mentions ClassWallet oversight ensures proper spending.

Ladd, Rick(Chairman)(R)[B+]2025	Brown, Pam(Clerk)(R)[B+]2025	Spilsbury, Walter(V Chairman)(R)[A-]2025
McGuire, Dan(R)[A]2025	Ames, Dick(D)[CT]2025	Burton, Wayne(D)[F]2025
Luneau, David(D)[CT]2025	Colcombe, Riché(R)[B+]2025	Chretien, Suzanne(D)[F]2025
Popovici-Muller, Daniel(R)[A-]2025	Damon, Hope(D)[CT]2025	Kofalt, Jim(R)[A+]2025
Fellows, Sallie(D)[CT]2025	Erf, Keith(R)[A]2025	Bricchi, Tracy(D)[D-]2025
Weinstein, Toni(D)[F]2025	Peeples, Raymond(R)[B+]2025	Mehegan, Peter(R)[B+]2025